The Implementation of Constructivist Approach in Competency-Based Curriculum: A Case of Geography Teaching in Selected Secondary Schools in Songea Municipality

Luambano , Sophia Benjamin (2014) The Implementation of Constructivist Approach in Competency-Based Curriculum: A Case of Geography Teaching in Selected Secondary Schools in Songea Municipality. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated the implementation of constructivist approach in competency based curriculum, specifically in teaching and learning Geography in secondary schools. The assessment was guided by three research objectives: first, to evaluate the awareness of teachers and students on the constructivist approach in teaching and learning process; second, to find out how teachers apply constructivist approach in the attempt to develop learner competences and third; to evaluate how the learners use competences gained in solving real life problems. The study adopted case study design whereby five secondary schools were selected in Songea municipality. The study involved 100 respondents, comprising of 80 students, 5 heads of schools, 5 academic masters and 10 geography teachers. The study employed mainly qualitative research approach. Data were collected using questionnaires, interviews, documentary review and classroom observation. Data were analyzed in the light of research objectives. The findings have revealed that, students were not aware of competency based approach whereas teachers were aware of it, however most teachers seem not to implement the approach due to various factors including; lack of teaching and learning materials like books, poor or low level of language proficiency on the part of some teachers and most students. It was also found that lecturing-method is a dominant teaching technique used in schools. It was further found that teachers were not provided with seminars/courses as a strategy to improve the teaching-learning situation; as a result of which old approaches or traditional-learning-methods were still used by most teachers.The study recommends that; there is a need for regular in-service training for teachers to enable them to implement the curriculum and enable students to apply the new knowledge after completion of their studies

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